한국 교실 수업 혁명을 위한 신교육목표분류학의 이론과 실천

저자 서문 / 3

Ⅰ. 신교육목표분류학의 대두

제1장 교육목표분류학의 필요성과 가치: Bloom의 분류학에 대한 개정의 필요성 ··········15
1. 교육목표분류학의 역사: Bloom의 분류학의 사용에 대한 간략한 역사 ·····················16
2. 과거 Bloom의 교육목표분류학: 요약 ········································21
3. 교육목표분류학의 가치 ························································26

제2장 Bloom의 교육목표분류학의 문제점 ············································29
1. 원리의 교육적 문제 ····························································31
2. 원리의 중립성 문제 ····························································31
3. 정보, 내용, 지식의 구분 ·······················································32
4. 유목의 구인타당도, 유목의 모호성, 위계의 비타당성 ·····················32
5. 유목의 변화 ·····································································33
6. 일차원적 단일성 ································································34

제3장 구 교육목표분류학에 대한 대응: 교육목표분류학에 대한 대안적 연구들 ·············37
1. 과거, 현재, 그리고 변화 ·······················································37
2. Bloom의 분류학에 대한 개정의 노력: 하나의 단서 ·······················40
3. 한국에서의 선행연구 ···························································44

Ⅱ. 신교육목표분류학의 이론과 다양한 버전

제4장 신교육목표분류학의 이론 ·························································49
1. 교육목표에 대한 새로운 관점 ·················································49
2. 신분류학의 이론적 기초: 인지 구성주의와 신행동 모형 ··················50
3. 다양한 교육목표분류학과 사례 ···············································53

제5장 Hauenstein의 분류학(1998) ···················································55
1. 개요 ··············································································55
2. 특징 ··············································································55
3. 활용상의 이점 ···································································56

제6장 Anderson의 분류학(2001) ·····················································67
1. 개요 ··············································································67
2. 특징 ··············································································67
3. 분류학 표 활용 방법 ···························································68

제7장 Marzano의 분류학(2001) ·······················································77
1. 개요 ··············································································77
2. 특징 ··············································································78
3. 활용상의 이점 ···································································81

제8장 Marzano & Kendall의 분류학(2007) ········································87
1. 개요 ··············································································87
2. 특징 ·············································································114
3. 활용상의 이점 ·································································117

제9장 Marzano & Kendall의 신교육목표분류학(2008) ··························119
1. 개요 ·············································································119
2. 특징 ·············································································149
3. 활용상의 이점 ·································································151

Ⅲ. 신교육목표분류학의 실천

제10장 Anderson의 분류학의 수업 실제 적용 ······································155
1. 지식 차원 ······································································155
2. 인지과정 차원 ·································································157
3. 활용의 실제 ····································································159

제11장 Hauenstein의 분류학의 수업 실제 적용 ····································193
1. 행동 영역 ······································································193
2. 인지적 영역 ····································································195
3. 정의적 영역 ····································································197
4. 심동적 영역 ····································································198
5. 활용의 실제 ····································································200

제12장 Marzano & Kendall의 분류학(Ⅰ)의 수업의 실제 적용 ··················205
1. 지식 영역 ······································································205
2. 처리 수준 ······································································206
3. 활용의 실제 ····································································208

제13장 Marzano & Kendall의 분류학(Ⅱ)의 수업 실제 적용 ····················231
1. 인출 ·············································································232
2. 이해 ·············································································235
3. 분석 ·············································································237
4. 지식 활용 ······································································242
5. 메타인지 체제 ·································································246
6. 자기 체제 ······································································250

제14장 암기, 이해, 발견의 분류학과 실천 ············································255
1. 암기 ·············································································256
2. 이해 ·············································································261
3. 발견 ·············································································274
4. 교과별 문항과 목표 ···························································285

제15장 미래 학습성과 분류학과 실천: 초교과적 학습성과를 중심으로 ···········311
1. 교육에서 계획적 변화의 대상으로서 인간 행동 영역과 수준: Hauenstein 분류 틀의 재구성 ··············································311
2. 초교과적 학습 성과의 정의 ··················································317
3. 학습목표 유형: McTighe(2013) 연구 기반 ·······························319
4. 수행 영역 및 수행 지표 ······················································322
5. 범교과적 학습 성과(효과)에 대한 평가 ·····································327
6. 초석 과제 ······································································328

Ⅳ. 교육과정 실천의 혁신 적용

제16장 백워드 설계의 적용 ······························································345
1. 백워드 설계의 특징과 단계 ··················································345
2. 백워드 설계와의 관련성 ······················································349
3. 백워드 설계의 적용 ···························································352

제17장 과정중심 수행평가의 적용 ······················································363
1. 과정중심 수행평가의 배경과 절차 ··········································363
2. 과정중심 수행평가와의 관련성 ··············································368
3. 과정중심 수행평가에의 적용 ·················································371

제18장 IB의 적용 ·········································································379
1. IB 프로그램의 유형과 특징 ··················································379
2. IB 프로그램과의 관련성 ······················································392
3. IB에의 적용 ····································································401

Ⅴ. 교육과정과 교사 전문성

제19장 교육과정 재구성 ··································································417
1. 교육과정 성취기준의 심화 및 재구성 ······································417
2. 단원 설계 ······································································418
3. 교육과정 매핑: 장기적 전이 목표를 지향하는 3세대 매핑 ··············419

제20장 수업 설계의 전환 ································································423
1. 수업 설계의 조건 ·····························································423
2. 수업 목표 진술 ································································424

제21장 평가의 재구성 ····································································427
1. 평가기준 보완 ·································································427
2. 평가문항, 루브릭의 고도화 ··················································427
3. 수행평가, 서, 논술형 확장 ···················································428

제22장 교육과정-수업-평가(-기록)의 연계성: 초교과적 교육효과를 중심으로 ············431
1. 대두 배경 ······································································431
2. 이론적 중요성 ·································································432
3. 학교 현장의 현황과 문제점 ··················································437
4. 교과 적용 방안 ································································439

제23장 신교육목표분류학 활성화: 행동 유목 고도화로 심층적 학습 전환 ···················445
1. 학교 교육과정 개발의 도입 가능성 ·········································445
2. 수업과 평가의 변화 가능성 ··················································446
3. 신행동분류학 활성화 ··························································447

참고문헌 ···········································································450
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